e-InductionUni and UiTMCJ LG120 Students’ Motivation to Participate in Open and Distance Learning (ODL) Class
Siti Zarikh Sofiah Abu Bakar1*, Fairuz Husna Mohd Yusof2, Dia Widyawati Amat1, Zuraidah Sumery1, Diana Othman1, Haniza Sarijari1
1 Academy of Language Studies, Universiti Teknologi Mara, Segamat, Malaysia
2 Academy of Language Studies, Universiti Teknologi Mara, Shah Alam, Malaysia
*Corresponding Author: [email protected] Accepted: 15 January 2023 | Published: 31 January 2023
DOI:https://doi.org/10.55057/ijares.2022.4.4.14
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Abstract: e-InductionUni is an e-module created to substitute the physical induction programme that is normally conducted at the beginning of the semester with the freshly registered students of an institution. Previously, the Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor (UiTMCJ) was also one of the faculties which actively appeared in organising its face-to-face induction programme with the new intake of English for Professional Communication (LG120) students. However, the unwelcome visit of pandemic Covid-19 has shifted everything to a new norm and one of them is the implementation of Open and Distance Learning classes. Yusof et al. (2021) highlighted that Malaysia Movement Control Order has made it impossible for the face-to-face interaction between students and educators to be executed thus, ODL classes were starred as the ultimate alternative. The shift has triggered nerve-wracking anxiety among the students, educators, and educational institution management. This is because e-mailing manuals, pamphlets, and other pdf files and hoping for the students to digest all the information seem insufficient. Therefore, e- InductionUni was introduced to celebrate their admission to the university and introduce them to university life, especially ODL. The e-module was executed with the participation of 80 LG120 Semester 1,2, and 3 students. e-InductionUni involves common platforms and applications used in ODL namely Telegram, Microsoft PowerPoint, and Google Form.
Throughout the programme, students were trained to do some activities by using the mentioned platforms and applications for familiarisation as a preparation for ODL. Apart from that, the participants were also virtually fetched by a bonus section of e-InductionUni called e- CampusTour (e-CT) for campus sightseeing. The participants were then asked to answer a set of questionnaires for their feedbacks on e-InductionUni and their motivation to participate in ODL classes. The quantitative data obtained were analysed using SPSS for frequencies. The results yielded listed positive feedbacks from the participants in experiencing e-InductionUni and virtuous motivation to conquer ODL. The findings will be beneficial for higher learning institutions especially faculties in terms of some of the suggested activities that could be included as part of their virtual induction.
Keywords: virtual induction, e-module, Open and Distance Learning (ODL), ODL platforms, students’ motivation
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1. Introduction
Social adaptation challenges are one of the issues that the university management should take into consideration when designing their academic calendar for a new semester intake especially when dealing with the intake involving high school graduates. In the Malaysian context, the university management deals with the Sijil Pelajaran Malaysia (SPM) leavers as their newly registered semester one students.
It is reported that a total of 109,617 Sijil Pelajaran Malaysia (SPM) school leavers have been offered to further their studies for certificate, foundation, matriculation, and diploma level at public universities (UA), Institute of Teacher Education (IPG), matriculation colleges (KM), polytechnics, community colleges and Public Skills Training Institutes (ILKA) (109,617 SPM school leavers received tertiary education offer for 2020/2021 session, 2020). Likewise, in Universiti Teknologi MARA (UiTM), most of the SPM leavers will register for their foundation or diploma programmes.
As studied by Imran and Azzman (2021), in the case of international students in International Islamic University Malaysia (IIUM), being away from their home and friends while adapting to the new environment and culture can be seen as one of their biggest encounters. Even though UiTM only deals with local students, welcoming students from all over Malaysia which is known for its cultural and ethnic diversity is still an arduous responsibility. As UiTM is one of the most chosen public universities (Rafidi, 2020), the management has equipped their first week of student admission with Minggu Destini Siswa UiTM (UiTM MDS). This is the induction week deliberated by the management in celebrating the students and introducing them to the institution management, faculties, and the facilities offered for their students’ life assimilation.
Problem Statement
Alas, the beauty of the university induction programmes specifically UiTM MDS has been ripped off upon the arrival of the Covid-19 pandemic. The new students are no longer celebrated through the face-to-face MDS after their registration since most of the academic businesses have been shifted to online interaction. Thus, as a proactive university, UiTM has introduced the online induction week known as Online MDS and Edu 5.0 Week to welcome the newly registered students in general.
Previously, the Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor (UiTMCJ) was also one of the faculties which actively appeared in organising its face-to-face induction programme with the new intake of Diploma in English for Professional Communication (LG120) students. However, the unwelcome visit of pandemic Covid-19 has shifted everything to a new norm and one of them is the implementation of Open and Distance Learning classes. Yusof, Bakar, Amat, Othman, Sumery, Sarijari and Qomariyah (2021) highlighted that Malaysia Movement Control Order has made it impossible for the face-to-face interaction between students and educators to be executed thus, ODL classes were starred as the ultimate alternative.
The shift has triggered nerve-wracking anxiety among the students, educators, and educational institution management. This is because e-mailing manuals, pamphlets, and other pdf files and hoping for the students to digest all the information seem insufficient. Therefore, e- InductionUni was introduced to celebrate their admission to the university and introduce them to university life, especially ODL.
e-InductionUni comprises common platforms and applications that are often used in ODL classes namely Telegram, Google Form, and Microsoft PowerPoint Presentation. This e- module introduces those ODL beneficial elements by conducting some interactive activities led by an instructor via Google Meet. There will be polls (Telegram), quizzes (Microsoft PowerPoint Presentation), riddles, and games (Microsoft PowerPoint Presentation) that will be experienced by the students from the beginning till the end of the module. A survey on the use of e-InductionUni from students’ perspectives is distributed using the Google Form application. In serving students’ visual need to witness the university that they have registered with, the e-CampusTour (e-CT) clip is added to e-InductionUni. This virtual tour will fetch students to some of the related facilities available in UiTMCJ.
Research Questions
1) What are LG120 students’ perceptions on e-InductionUni as part of their induction programme?
2) What are LG120 students’ motivation level for ODL class participation after experiencing e-InductionUni?
Research Objectives
1) To identify LG120 students’ perceptions on e-InductionUni as part of their induction programme.
2) To investigate LG120 students’ motivation level for ODL class participation after experiencing e-InductionUni.
The findings will be beneficial for higher learning institutions especially faculties in terms of some of the suggested activities that could be included as part of their virtual induction.
2. Literature Review
Induction Week
An introduction to the institution, the management, and the facilities is needed the most among the freshly registered university students. Fazackerley (2020), mentioned that first-year undergraduates usually encounter challenges in their transition from school to university.
Therefore, an induction week is required to help them in meeting people and adapting to the institution. As cited in Schofield and Sackville (2010), Lowe and Cook (2003) suggested that an induction programme of a university is the key that can facilitate students in building an attachment to their institution while eliminating some unrealistic expectations of life at university.
Virtual Induction
Holding a virtual induction does not have much difference from the traditional face-to-face induction except for the change in the medium of interaction. In other words, all elements that have been planned for a physical induction should be made available in the virtual induction.
Pandey (2020), described an effort by the Indian Institute of Management (IIM), Rohtak which dedicated a virtual induction involving 240 students and their parents. In the online session, the discussion comprises an online mode of learning, introduction to faculty, student body, and other relevant related issues. Based on the article “Running Successful Virtual Induction Events”, (2020) in order to provide the best induction experience for the students, the organiser should pay attention to the content and arrangement, previous events, number of attendees, timing, platforms, accessibility, and recording.
e-module
Wati, Lulu and Efi (2021) define e-module as digital material that can be accessed through a computer, smartphone, or other digital readers. A comprehensive and interesting e-module can facilitate students’ independent learning and motivation to participate in a learning process. A study by Bachri, Irawan and Aliman (2021) highlights that e-module seems compatible to be used for blended learning especially during disaster attacks such as the Covid-19 pandemic.
Open and Distance Learning (ODL)
As defined by El Refae, Kaba and Eletter (2021), distance learning denotes a teaching and learning process involving communication technologies in delivering the content and interacting with the learners. The popularity of Open and Distance Learning (ODL) has risen rapidly since the attack of the corona virus which has forced the closure of educational institutions. Therefore, all teaching and learning processes have been shifted to online instruction (Polydoros & Alasona, 2021). In Bangladesh, Rahman, Karim and Byramjee (2015) explained that distance learning has been an effective solution in reducing illiteracy, educational cost, and overcoming educational inequality. Meanwhile in Australia, Bookallil and Rolfe (2016) found that online distance learning has enhanced student enrolment compared to traditional learning.
ODL Platforms
Saidi, Sharip, Abd Rahim, Zulkilfi and Zain (2021) have listed some of the platforms used in ODL such as Google Meet, Zoom, Jitsi, Microsoft Team, and other online video conferencing tools. Apart from that, among the Learning Management System (LMS) that is available in supporting the implementation of ODL are Google Classroom, Google Form, and uFuture for UiTM. Findings from Aladsani (2021) shed light on various teaching and learning activities that can be hosted using the Telegram application. Fahmalatif, Purwanto, Siswanto and Ardiyanto (2021), added that Google Form is often used to provide worksheets and quizzes as the platform is easy to be accessed either by teachers or students.
Students’ Motivation in ODL
Students are motivated to engage in classroom discussion if the medium used can captivate their attention. Students from Saudi Arabia found Telegram as an interesting class interaction, thus elevating their motivation to participate in lecture-discussion (Aladsani, 2021).
Fahmalatif, Purwanto, Siswanto and Ardiyanto (2021) further added that students seem very motivated to answer questions on Google Form as some settings can enable them to check the correct answers and get the scores of their work directly after completing the session.
3. Methodology
Research Design
This study made use of quantitative design; survey where a set of questionnaires were distributed to gain students’ feedbacks on e-InductionUni and their motivation to participate in ODL classes after experiencing e-InductionUni with the help from an instructor.
Research Method Sample
The sample (n) for the study were 80 LG120 (Diploma in English for Professional Communication); Semester 1, 2, and 3 from UiTM (Universiti Teknologi MARA), Cawangan Johor, Segamat campus.
Sample Selection
The study used the purposive sampling method as only students who got the opportunity to live in the UiTMCJ hostel and experienced face-to-face medium of instruction for less than a month can be selected as the respondents. The short duration of enjoying the hostel facilities and traditional face-to-face class were caused by the Movement Control Order (MCO) announced by the Malaysian government due to the Covid-19 pandemic which started in March 2020.
Provided list is the reference for their duration of staying in UiTMCJ hostel and attending face- to-face classes.
Table 1: Sampling Reference
Intake Semester Staying in UiTMCJ Hostel & Attending Face-to-face Class
Session 2 (2019/2020) 3 3 weeks
Session 1 (2020/2021) 2 2 weeks
Session 2 (2020/2021) 1 2 weeks
Research Procedures
This study was carried out for 3 months. The quantitative data obtained on their feedbacks on e-InductionUni and their motivation to participate in ODL classes after experiencing e- InductionUni from the survey distributed were analysed using SPSS for frequencies.
4. Discussion and Conclusion
This section highlights the results of the study based on the research questions.
Table 2: Frequency distribution for Semester 1,2,3 Semester
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 18 22.5 22.5 22.5
2.00 46 57.5 57.5 80.0
3.00 16 20.0 20.0 100.0
Total 80 100.0 100.0
The first descriptive statistics result presents the distribution of respondents based on their respective semesters. In Figure 1, out of 80 respondents, there were 22.5% from Semester 1, 57.5% from Semester 2, and 20% from Semester 3.
RQ1 : What are LG120 students’ perceptions on e-InductionUni as part of their induction programme?
To address RQ1, questions from two main sections (e-InductionUni Feedback & Overall Feedback) of the questionnaire were computed using descriptive statistics for frequencies.
Table 3: Frequency distribution for e-InductionUni Feedback e-InductionUni Feedback
Frequency Percent Valid Percent Cumulative Percent
Valid AVERAGE 3 3.8 3.8 3.8
GOOD 24 30.0 30.0 33.8
EXCELLENT 53 66.3 66.3 100.0
Total 80 100.0 100.0
Figure 1: Frequency distribution for e-InductionUni Feedback
Table 3 and Figure 1 above show that out of 80 responses, only 3.8% responded that e- InductionUni was at the average level. However, 30% of the respondents perceived that this e- module was good, while 66.3% believed that e-InductionUni was excellent.
The findings obtained might be triggered by the nature of e-InductionUni itself where it can be accessed anywhere and anytime. This is supported by a study conducted with the Indonesian students by Astalini, Darmaji, Kurniawan, Anwar and Kurniawan (2019) where their findings suggested that online-based learning or virtual learning provide opportunities for students to go through the materials anywhere and anytime they intend to.
Table 4: Frequency distribution for Overall Feedback Overall Feedback
Frequency Percent Valid Percent Cumulative Percent
Valid AVERAGE 1 1.3 1.3 1.3
GOOD 30 37.5 37.5 38.8
EXCELLENT 49 61.3 61.3 100.0
Total 80 100.0 100.0
Overall Feedback
Frequency Percent Valid Percent Cumulative Percent
Valid AVERAGE 1 1.3 1.3 1.3
GOOD 30 37.5 37.5 38.8
EXCELLENT 49 61.3 61.3 100.0
Total 80 100.0 100.0
Figure 2: Frequency distribution for Overall Feedback
Based on Table 4 and Figure 2, only 1.3% respondent marked the virtual induction programme as at the average level, while the remaining 79 respondents believed that it was a good and excellent programme with 37.5% and 61.3% respectively.
The descriptive statistics results have shown that e-InductionUni is a potential e-module to be used in educational institution virtual induction, specifically UiTMCJ. In the survey distributed, the respondents were also allowed to write their overall comments about the programme. Listed are some of the comments recorded; ‘It was a lovely session. Very Motivating. Thank you madam.’, ‘I really enjoy the activities.’, ‘It was fun! I was expecting it to be boring but it’s actually very fun!!’
RQ2 : What are LG120 students’ motivation level for ODL class participation after experiencing e-InductionUni?
The data from Motivation section were used to address RQ2. The variables were motivation to respond in ODL class, motivation to pay attention in ODL class, and motivation to attend ODL class.
Table 5: Frequency distribution for motivation to respond Motivated to respond
Frequency Percent Valid Percent
Cumulative Percent
Valid AVERAGELY MOTIVATED 3 3.8 3.8 3.8
MOTIVATED 14 17.5 17.5 21.3
STRONGLY MOTIVATED 63 78.8 78.8 100.0
Total 80 100.0 100.0
Figure 3: Frequency distribution for motivation to respond
Findings on LG120 students’ motivation to participate in ODL class after experiencing e- InductionUni were presented in Table 5 and Figure 3 above. Out of 80 responses received, 78.8% felt strongly motivated to respond to their lecturers in ODL class, while 17.5% of them felt just motivated to respond. Nevertheless, 3.8% of the respondents felt only an average motivation to respond to their lecturers in ODL class.
The results can be supported by Gustiani (2020) as she found that students were actively participating in online class since they found the class was enjoyable and they were also triggered by the new learning method introduced.
Table 6: Frequency distribution for motivation to pay attention Motivation to pay attention
Frequency Percent Valid Percent
Cumulative Percent
Valid AVERAGELY MOTIVATED 3 3.8 3.8 3.8
MOTIVATED 23 28.7 28.7 32.5
STRONGLY MOTIVATED 54 67.5 67.5 100.0
Total 80 100.0 100.0
Figure 4: Frequency distribution for motivation to pay attention
The students’ motivation to pay attention in ODL class after experiencing e-InductionUni can be proven from Table 6 dan Figure 4 above. There were 67.5% of them felt strongly motivated to pay attention in ODL class and 28.7% felt just motivated to participate in ODL class after going through the virtual induction. Even though a majority of them responded positively, the study also recorded an average level of motivation from 3.8% of the respondents.
Since e-InductionUni offers various interesting activities and games, students will be easily captivated and invest their attention in the class. This is in line with the research by Halim, Hashim, and Yunus (2020) as they concluded that the elements of fun, enjoyment, and quizzes in an online activity can motivate students to pay their attention.
Table 7: Frequency distribution for motivation to attend ODL class.
Motivation to attend ODL
Frequency Percent Valid Percent
Cumulative Percent
Valid SLIGHTLY MOTIVATED 9 11.3 11.3 11.3
AVERAGELY MOTIVATED 6 7.5 7.5 18.8
MOTIVATED 12 15.0 15.0 33.8
STRONGLY MOTIVATED 53 66.3 66.3 100.0
Total 80 100.0 100.0
Figure 4: Frequency distribution for motivation to attend ODL class.
As class attendance is one of the crucial issues that needs to be paid attention to in discussing ODL, Table 7 and Figure 4 above show the responses on LG120 students’ motivation to attend ODL class after completing the virtual induction. The data recorded were a bit different from the first two variables on motivation previously as this section has recorded 11.3% respondents feeling slightly motivated and 7.5% were averagely motivated to attend ODL class.
Nevertheless, the majority still gave positive responses with 66.3% felt strongly motivated and 15.0% felt motivated to attend ODL class.
Based on the study by Esra and Sevilen (2021), the clarity of instructors’ instructions and feedbacks were some of the factors contributing to students’ motivation to attend an online
programme. Thus, it can be concluded that this study has provided clear instructions and feedbacks to the respondents, hence the high positive percentage.
Besides the two main research questions, the respondents were also asked whether they would support e-InductionUni to be implemented in the future. The data obtained can be seen as follow:
Table 8: Frequency distribution for recommendation.
Recommendation for future programme with eInductionUni
Frequency Percent Valid Percent Cumulative Percent
Valid NEUTRAL 5 6.3 6.3 6.3
AGREE 20 25.0 25.0 31.3
STRONGLY AGREE 55 68.8 68.8 100.0
Total 80 100.0 100.0
Figure 5: Frequency distribution for recommendation.
Out of 80 LG120 students, 68.8% and 25% recorded for strongly agreed and agreed respectively that e-InductionUni should be implemented in the future based on their experience throughout the virtual induction. Meanwhile, 6.3% of them were just being neutral about the recommendation.
The students’ words on the recommendation were also recorded as presented below;
‘I would like to have this induction programme again next semester’
‘we should do this kind of event as much as we can’
‘conduct this event for every new semester’
In summary, LG120 students’ perceptions on e-InductionUni were ranged from good to excellent as they really enjoyed the activities and videos equipped in the e-module. Likewise, LG120 students’ motivation to participate in ODL class were also oscillated between motivated and highly motivated since they were exposed to some interesting ODL tools and platforms that contributed to their positive emotions and interests.
However, the new pattern of response for students’ motivation to attend ODL class was recorded as the only variable with a slightly motivated item. This might be caused by various
variables such as internet connection status at their residential areas, devices performance, house environment, and other possible issues. Since the mentioned variables were not tested in the study, a further explanation could not be contented. Therefore, these variables are recommended to be tested in future research.
In conclusion, this study is hoped to be beneficial in suggesting to other educational institutions a more effective virtual induction module in celebrating their new registered students.
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